schemata in reading and increase the students‟ activeness in the classroom
when learning reading and makes the class atmosphere becomes enjoyable for students in teaching learning process.Besides, video-jigsaw intregrated
tech nique promotes learners‟ participation and enthusiasm as well as a useful
technique to focus on the language use to accomplish learning tasks in reading class.
5.2. Suggestions
In line with the conclusion, some suggestions are given as follows:
5.2.1 For the English teachers :
1.There must be well preparation in selecting the interesting material to students and settime allocation, because the materials have to be delivered and
explained to the students completely and clearly. 2.The teacher may apply some rules or regulation in order to control the class to
avoid too much noise during the process. Besides, it needs more supervision in monitoring students‟ activities in teaching learning process.
3. During the teaching learning, the teacher is suggested to assist and guide students when they have difficulty in understandingthe aspects of reading.
Teacher needs to be more creative in delivering the material and building students‟ schemata prior to reading so that they can comprehend the text easily.
4. The video and text material should have interesting theme, be suitable with the material learnt, be clear and brief in order to help the students in
comprehending the text.
5.2.2 For the researchers :
1. Further researchers who want to apply video-jigsaw integrated tecnique in the teaching reading comprehension are suggested to use another text types with
more challenging material, such as: recount, narative, report text, etc. 2. Further researchers can apply this integrated technique with the other language
skills, e.g. listening, speaking or writing.
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